IHFIL-3s3-2015FA-N. Seminars Semester. laboratory classes. classes (L) (C) (CL) (P/C) (S) (F) 3 30

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1 Course code: IHFIL-3s3-2015FA-N 1. INFORMAION ABOU H COURS A. Basic data Item in curriculum: D3 1 Name of the course Developmental psychology 2 Field of study Philology 3 Level of study First cycle ( licentiate) 4 Form of study xtramural 5 Profile of study General academic 6 Year of study Second 7 Specialisation 1. nglish philology 8 Division Institute of Humanities, Department of Philology 9 Number of CS-credits 3 10 Name of teacher(s), title, academic degree, address 11 Language of tuition Polish 12 Introductory courses n/a 13 Introductory requirements n/a 14 Aims of the course: C1 C2 C4 dr hab. Wojciech J. Maliszewski prof. nadzw. PWSZ; wojciechmaliszewski23@gmail.com ransfer of knowledge concerning basic regularities of throughout life. Developing the ability to diagnose, describe and act in the field of developmental disorders of all kinds, especially in the realm of education of children and youth. he acquisition and improvement of skills of perception of differences in the biological, psychological and social Awareness of the need and necessity of constant education and improvement in the collection of data from multiple sources in terms of regularity and identification of developmental disorders. Development of the ability to responsibly function in a group, especially in terms of cooperation and communication. B. Semestral/weekly timetable of classes according to the syllabus Classes in a Project Field Lectures Classes Seminars Semester laboratory classes classes (L) (C) (CL) (P/C) (S) (F) COURS LARNING OUCOMS (according to NQF) Course After finishing the course and confirming the attainment of s a student: Regularities of as well as the various phases of Understands and explains the nature of, in particular the human perception as an entity and the aims C1 C1, C2 Course s corresponding to Course s for field of study K_W20 K_W24 area of education S1A_W01, H1A_W01, H1A_W05 S1A_W05, H1A_W04

2 constitutes the social structures in view of the regularity and developmental abnormalities. Uses methods and rules describing the operation of people with special educational needs, including gifted students. K_W26 S1_W08 Selects appropriate techniques to analyze and interpret particular types of situations and events, as well as the themes and patterns of behavior. K_U20 S1A_U01, S1A_U02. S1A_U03 CLO 5 Uses the theoretical knowledge in the field of psychology for diagnosing, analyzing and forecasting of pedagogical situations, and selects the appropriate educational strategies. K_U21 S1A_U01, S1A_U02. S1A_U04 S1A_U06 CLO 6 Properly assess the level of knowledge and skills, is characterized by awareness of the need for personal growth and development and skills necessary to teach children and adolescents., C4 K_K20 H1A_K01, S1A_K02. CLO 7 Is convinced of the impact of educational activities upon the knowledge and overall development of students., C4, K_K21 S1A_K07, H1A_K02. Objectively sees the rules and standards of personalized educational activities in terms of his students in relation to their normal and abnormal development in all spheres. C4, K_K22 S1A_K04, 3. CONNS OF H COURS RLAD O H COURS LARNING OUCOMS Contents of the course Number of hours Form: Classes 1C Human prenatal and perinatal 2 P1, 2C P2, P3, Development during childhood. arly childhood and middle childhood. 6 P4, P6 3C P2, P3, Late childhood and its characteristics in term of education. 8 P4, P7 4C P2, P3, Adolescence and changes in various spheres of young people. 6 P5, P6, 5C P1, P5, Adolescents and adults - psychological characteristics. 6 P6, P8 6C Biopsychological image of old age. 2 P1, P2 4. SOURCS Primary sources Supplementary sources 5. ACHING MHODS Class Form CLO -Birch A., Psychologia rozwojowa w zarysie. Od niemowlęctwa do dorosłości, Wydawnictwo Naukowe PWN,Warszawa. rempała J. (red.), Psychologia rozwoju człowieka. Podręcznik akademicki, Wydawnictwo Naukowe PWN, Warszawa. -Brzezińska A. (red.), 2006, Psychologiczne portrety człowieka. Praktyczna peesychologia rozwojowa, GWP, Gdańsk. -Bee H., Boyd D., 2008, Psychologia rozwoju człowieka, Wydawnictwo Zysk i spółka, Poznań. Methods of instruction Discussion, talk, case method, educational games, show, guiding text method. 6. MHODS OF VRIFICAION OF COURS LARNING OUCOMS

3 Course W O K K P Method of verification P R O D S S W I C CLO 5 CLO 6 CLO 7 W written exam O oral exam test K end of term written test K test of knowledge P testing practical skills P presentation R report O observations in class D discussion/debate S seminar SW students self-educational work IC individual consultations 7. CRIRIA FOR ASSSSMN Course basic stages of human development and their regularity. Assessment criteria 2 3-3,5 4 4,5 5 regularities and irregularities in human Does not know what the methods of describing the with special educational needs are. Cannot choose appropriate techniques Know the basic stages of and their accuracy but is unable to fully explain them. Knows the regularities and irregularities in human Knows what the methods of describing the with special educational needs are. Can choose appropriate techniques to analyze Knows the basic stages of human development and their regularity, explains them, yet is unable to provide correlative compounds and cause-and-effect relationship. Knows the regularities and irregularities in and describes them in a clear way. Knows what the methods of describing the with special educational needs are and can diagnose them. Can choose appropriate Knows the basic stages of and their regularity, and explains correlative compounds in a concise and logical fashion and indicates the cause and effect diagrams in human Knows the regularities and irregularities in human development and describes them in a clear way, adding examples. Knows what the methods of describing the with special educational needs are and can diagnose them, making supportive and recuperative plans. Can choose appropriate techniques to analyze and

4 Course CLO 5 CLO 6 CLO 7 Assessment criteria 2 3-3,5 4 4,5 5 to analyze and interpret a specific kind of situation and events at various stages of Is not familiar with the principles of diagnosis and forecasting of activities of educational activities. Subjectively and not solidly makes selfassessment of his competence and abilities. Does not see the need to customize forms and methods of education to the level of development of individual students. rules and standards of educational impact and its influence on the development in all spheres. and interpret a specific kind of situation and events at various stages of principles of diagnosis and forecasting of activities of educational activities. Objectively and solidly makes self-assessment of his competence and abilities. Sees the need to customize forms and methods of education to the level of development of individual students. standards of educational impact and its influence on the development in all spheres. techniques to analyze and interpret a specific kind of situation and events at various stages of and indicates their determinants. principles of diagnosis and forecasting of activities of educational activities. Can also choose proper educational strategies. Objectively and solidly makes selfassessment of his competence and abilities feels the need for selfimprovement. Sees the need to customize forms and methods of education to the level of development of individual students and understands the role of education in human standards of educational impact and its influence on the development in all spheres and can select teaching methods. 8. MHODS OF ASSSSMN AND CRDI RQUIRMNS interpret a specific kind of situation and events at various stages of human development and indicates their determinants. Also describes factors which influence them the least and the most. principles of diagnosis and forecasting of activities of educational activities. Can also choose proper educational strategies in terms of individual educational needs. Objectively and solidly makes self-assessment of his competence and abilities feels the need for self-improvement, indicating the scope of necessary actions. Sees the need to customize forms and methods of education to the level of development of individual students and understands the role of education in human biological, psychological, and moral standards of educational impact and its influence on the development in all spheres and can select teaching methods in terms of a substantial amount of literature. 9. FINAL GRAD lements of final grade: Percentage distribution: nd of term written test 50% Self-educational work 20% In-class activity 30% OAL 100% 10. SUDN S OWN WORK BALANC OF HOURS AND CS CRDIS

5 Item Student s activity Student s workload number of hours 1 Participation in classes and lectures 30 2 Preparing for classes (doing the homework, preparing materials, studying literature) 45 3 Consultations during a teacher s duty hours 5 4 otal amount of a student s work 80 5 CS-credits for the course 3 CS Number of CS credits in reference to classes that require direct participation 5a of academic teachers and students 1 CS 5b 5c Number of CS-credits in the field of basic sciences relevant to the field of study, to which the s related to the field, level and profile of education refer. Number of CS-credits that a student must attain during classes of a practical character, including laboratory, workshop and project classes. 0 CS 0 CS SYLLABUS APPROVAL: Position Name/degree Signature Compiled by Validated Approved prof. nadzw. dr hab. Wojciech J. Maliszewski Head of Department of Philology dr omasz Róg Head of Institute of Humanities prof. nadzw. dr Zbigniew Popławski